Lesson+Plan

Subtraction Lesson Plan

(The Lewis and Clark Journey of Discovery, n.d.)

**Name:** Kelly Frintzilas **Date:** 16/08/2010 **Curriculum Area:** Mathematics **Specific Topic:** The concept of subtraction **Year Level:** 2 **Essential Learnings (knowledge, understanding and ways of working) to be addressed, Mathematics Essential Learnings by the End of Year 3:** **Knowledge and Understanding: Number-Whole numbers, simple fractions and the four operations are used to solve problems.** Ways of Working: Students are able to- Prerequisite knowledge or understanding of concepts/skills students should possess: Students should have developed the concepts, skills and strategies specific to addition prior to undertaking this lesson. The development of the addition concepts, skills and strategies will enable the inverse relationship between addition and subtraction to be recognised.
 * Addition and subtraction involving 2-digit whole numbers can be calculated using concrete materials, mental computation and written strategies.
 * Problems involving operations can be explored using concrete materials, sketches and diagrams.
 * Problems using a single operation can be planned and solved.
 * Identify mathematics in everyday situations
 * Pose basic mathematical questions and identify simple strategies to investigate solutions
 * Plan activities and investigations to explore mathematical concepts, questions, issues and problems in familiar situations
 * Use everyday and mathematical language, mental computations, representations and technology to generate solutions and check for reasonableness of the solution
 * Make statements and decisions based on interpretations of mathematical concepts in familiar everyday situations
 * Evaluate their own thinking and reasoning, giving consideration to how mathematical ideas have been applied
 * Communicate thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations, and technologies
 * Reflect on and identify the contribution of mathematics to everyday situations
 * Reflect on learning to identify new understandings

|| Specific Learning Outcomes for this Lesson
 * **Time Req.** || **Teaching / Learning Strategies** || **Organization** || **Resources** || **Type of formative or summative assessment** ||
 * **Orientating Phase / Introduction** ||
 * Students should be able to recognise that the game involves a total part and a part being removed. || 10 mins || * Introduce the concept of subtraction by playing a game involving two dices (one with large numbers and the other with smaller numbers) and soft jube lollies. This is an orientation phase that introduces the concept of subtraction using student language.
 * Introduce the lesson topic of subtraction and ask students to find a place on the floor. When I roll the dice, can you tell me the number showing on the dice? Okay let's roll the dice.
 * Ask students what total number does the dice show? Hand out jubes corresponding with the number on the dice to each student.
 * The teacher will roll the second dice (the smaller number dice), what part does this dice show? Start a class discussion to determine the number value.
 * Okay students you are all feeling hungry, can you eat the part that the dice shows? Hold out your hands and show me the part that your are going to eat.
 * How many did you eat? What is left? || * Whole class seated on the carpet, within their own space. || * Dice x 2 (one die with large numbers and one die with small numbers)
 * Jubes x 4 packets || Formative, observation and questioning ||
 * **Enhancing Phase / Body** ||
 * Students should be able to understand the concept of subtraction, which involves knowing the total and one part and having to find the missing part.

Students should be able to draw a picture diagram to represent a simple subtraction problem. || 20 mins || * Reinforce the concept of subtraction by reading Buzzing Bees: a story about subtraction to the class. Using the concrete material of a storybook, reinforce the concept of subtraction within the student's language stage. (Google Books, n.d.) * During the reading of the book, at each stage where a part is subtracted from the total, question student's understanding of the part being subtracted. How many bees are there around the honey pot to begin with, there are 9. How many buzzed off? 3. Follow this through until there are no bees around the honey pot.
 * Discuss with the class the storybook that we were just reading. In this story we originally knew the total, which was 9 and we also knew one part of the total 3, which were the 3 bees that buzzed off. To find the other part of the subtraction story we could say that 9 bees less 3 bees is 6 bees altogether (this moves the students understanding to the Materials Language stage by the use of the words 'less' and 'altogether').
 * Ask the students to draw a diagram to show the first page of the Buzzing Bees book. Can you show me a picture of the total and the part? What about a picture that shows me the amount of bees left? Once students have illustrated their subtraction story, ask them to hand in their picture story (this stage will represent the Material Language Recording stage by the use of pictures only).
 * This book demonstrates the concept of subtraction. We can say that subtraction is when we know the total and one part of the total and need to find the other part. || * Class sitting on the carpet
 * Arranged so they can all see and hear the storybook


 * At individual desks || * Easel
 * Buzzing Bees storybook
 * Coloured pencils
 * Paper || Formative assessment, observation and questioning

Summative assessment-submission of subtraction picture story. ||
 * **Synthesising Phase / Conclusion** ||
 * Students should use analysis, synthesis and evaluation to reflect on the subtraction concept.

Students should be able to determine a variety of situations where subtraction can be used. Students should be able to directly relate the concept of subtraction to real life contexts to show their understanding of the concept. || 10 mins || * To conclude the lesson, ask students to collaborate with one another to explain the concept of subtraction. Both formative and summative assessment are in use throughout this lesson plan. Both observation and questioning will occur to ensure the concept of subtraction is understood. Via the use of initial questioning, the initial learning outcome to assess whether students understand the concept of subtraction will be determined. Questioning and monitoring of students individual interpretations of the subtraction concept will form the formative assessment. Additional contexts are provided within the lesson plan to determine student's knowledge of the concept, through additional questioning and observation techniques. Summative assessment are used to monitor student's individual interpretations of the subtraction concept. To conclude this lesson and reflect on the content established, further formative assessment techniques will be used to determine analysis, synthesis, and evaluation of the subtraction concept. Further evaluation and analysis of the concept will be assessed by probing questions in relation to real life contexts. ||
 * Ask children, how will you recognise a subtraction problem, what will you look for?
 * Think about an everyday situation where you might need an understanding of subtraction. Hint: Think about shopping or banking. || * Whole class on carpet ||  || Formative, informal and questioning. ||
 * **Assessment Strategies (link to Learning Outcomes):**

Google Books. (n.d.). Buzzing bees: a story about subtraction [image]. Retrieved August 14, 2010 from http://books.google.com.au/books?id=eICaAAAACAAJ&dq=Buzzing+bees&hl=en&ei=cylmTN_uLIaycbek6KYP&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDMQ6AEwAQ

The Lewis and Clark Journey of Discovery. (n.d.). Lesson Plan [image]. Retrieved August 14, 2010 from http://www.nps.gov/archive/jeff/lewisclark2/education/GrizzlyBears/GrizzlyBearsLessonPlan.htm

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